Woolaston Primary School

WOOLASTON PRIMARY SCHOOL

Dates of inspection: 6 th -8 th March 2000

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WOOLASTON PRIMARY SCHOOL

Inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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WOOLASTON PRIMARY SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. [School name] - 3

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INFORMATION ABOUT THE SCHOOL

School address: Netherend Woolaston Nr. Lydney Gloucestershire

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 26 th February 1996 [School name] - 4

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Team members

Peter Kemble Registered inspector Rhiannon Boardman Lay inspector Robert Isaac Team inspector

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Team members

National Educational Services Linden House Woodland Way Gosfield Nr. Halstead Essex CO9 1TH

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Team members

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

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Team members

The Registrar Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE [School name] - 5

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PART A: SUMMARY OF THE REPORT 6-10

Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school

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INFORMATION ABOUT THE SCHOOL

The school is a small primary school for boys and girls aged from four to eleven. It is part of the rural area of the Forest of Dean and serves the villages of Netherend and Woolaston. There are 191 pupils on roll; 105 boys and 86 girls. Fourteen children are under five years old. Taken together, pupils’ attainment on entry is above the average of primary schools nationally. Pupils are organised into seven year group classes. The average class size is 23.1. Ten pupils (5.23 per cent) are entitled to free school meals, a figure which is below the national average. Thirty-one pupils (16.2 per cent) have special educational needs, a figure which is broadly in line with the national average. Three pupils (1.57 per cent) have statements of special educational needs, which is similar to the national average. There are no pupils from ethnic minority backgrounds or with English as a second language, which is below the national average.

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HOW GOOD THE SCHOOL IS

Woolaston Primary School is a good school. Overall, the quality of teaching is good for children under five and at both key stages. Pupils’ attitudes to their school work are excellent and their behaviour is very good. The good teaching and pupils’ positive attitudes result in above average standards of attainment at the end of Key Stage 2 in English, mathematics and science; standards in English are very high when compared with the national average. The quality and range of the learning opportunities are good and provision for pupils’ spiritual, moral, social and cultural development is very good. The school cares well for its pupils and has a good relationship with parents. The school is very well led by the headteacher and governors. The school provides good value for money.

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What the school does well

• Attainment in English is above average at the end of Key Stage 1 and very high at the end of Key Stage 2. • Overall, teaching is good, with over half the lessons observed being very good. • Pupils enjoy school and their attitudes to work are excellent. • Provision for pupils’ spiritual, moral, social and cultural development is very good and pupils have a strong sense of social and moral responsibility. • The headteacher, with good support from the governors and staff, creates an ethos with a strong commitment to raising standards and promoting pupils’ personal development.

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What could be improved

• The information gathered, through assessment procedures, about pupils’ attainment and

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where improvement is required. Targets in the school development plan are

consequently general rather than specific. • There are insufficient opportunities for pupils to use their skills to solve problems in mathematics or to plan investigations and experiments in science. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in February 1996. Overall, the school’s improvement since then has been good. Standards of attainment at the end of Key Stage 1 are similar to those at the time of the previous inspection. Standards of attainment in mathematics and science have improved from average to above average at the end of Key Stage 2. The school is on course to meet the targets set at the end of Key Stage 2 for achievement in the forthcoming national tests. There have been fluctuations in standards of attainment from year to year, for example, in 1998 when standards fell sharply at the end of Key Stage 2. However, these are closely related to variations in the level of attainment on entry to school of the different groups of pupils. Pupils have achieved what could reasonably be expected each year in the national tests. The accommodation has been improved significantly with the building of a new hall and the extensive refurbishment of classrooms in the main

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

[School name] - 7 building. The school has successfully dealt with all the issues raised at the time of the last inspection. Subject co-ordinators now have a greater impact on standards, particularly in English and mathematics, with improved monitoring procedures and regular evaluations of the effectiveness of schemes of work. Assessment procedures are now good with systematic tracking of pupils’ academic progress. Provision for information technology and design and technology have been improved, although some old computers in use in Key Stage 1 require replacement. The school development plan is now a good working document with details of costing, staff responsibilities, target dates and success criteria, although initiatives do not always relate to the intended impact on standards of work.

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STANDARDS

The table shows the standards achieved by 11 year olds based on average point scores in National Curriculum tests.

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Key

English A C A* A Well above average Above average A

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Key

B Mathematics B C A B Average Below average C D Science A B A B Well below average E

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Key

In the work seen during the inspection, over half the five year olds in the current Reception class achieve beyond what is normally expected of their age in language and literacy and in numeracy. At seven years of age, standards are above average in reading and writing and average in mathematics.

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Key

The table shows that, in 1999, at the end of Key Stage 2, pupils’ achievements in English were in the highest five per cent when compared with all schools nationally and were well above average when compared with similar schools. In mathematics and science, pupils’ achievements were well above the national average and above the average of similar schools. Standards of attainment, as shown by the results of national tests, are closely related to the level of attainment of each year group, or cohort, of pupils when they start school. Results at the end of Key Stage 2 dropped in line with the national average in 1998 because the cohort contained more than the usual number of pupils with learning difficulties. Overall, the school’s standards of attainment for English, mathematics and science since 1996 have risen broadly in line with the national trend. The school is in a good position to meet the targets set in English and mathematics of eighty-one per cent of pupils attaining the

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Key

expected Level 4 or above in the forthcoming national tests.

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Key

Pupils’ speaking and listening skills are particularly strong at the end of Key Stage 2. They read fluently and write imaginatively with a good use of descriptive words and phrases. Pupils’ numeracy skills are good at both key stages and they recall number facts, such as tables, well when doing mental calculations. At both key stages, pupils’ problem solving skills in mathematics, and investigating and experimenting in science, are no better than average because, until recently, there were insufficient opportunities provided for them to apply these skills. Pupils use information technology effectively to support their work in English, mathematics and science, particularly at Key Stage 2. [School name] - 8

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Aspect Comment

Attitudes to the school Pupils, including children under five, enjoy school and their attitudes are excellent.

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Aspect Comment

Behaviour, in and out of classrooms Behaviour is very good. Pupils listen and concentrate very well in lessons and play amicably together in the playground.

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Aspect Comment

Personal development and relationships Personal development and relationships are very good. Pupils show considerable respect for their peers and for all adults in the school. They co-operate very well in classroom activities. Pupils are polite and courteous.

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Aspect Comment

Attendance Attendance is good. Pupils arrive on time and lessons begin promptly each morning.

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Aspect Comment

Pupils, including children under five, listen carefully to their teachers in lessons and during assemblies. They maintain concentration for extended periods of time and show evident enjoyment during lessons. They work well by themselves. When working in pairs, or larger groups, pupils share equipment without fuss and wait patiently for their turn, for example, when using computers. During whole-class discussions, the vast majority of pupils are keen to answer questions or make comments and suggestions. The relationships between teachers and their pupils are very good and contribute significantly to the strong work ethic amongst pupils in all classes.

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Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

Lessons seen overall Good Good Very good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

The quality of teaching is good overall in English and mathematics at both key stages. Teachers’ planning is thorough and they use questions very effectively to promote pupils’ interest and sustain their motivation. Teachers generally match work well to pupils’ needs and this helps pupils of different prior attainments to make good progress. The quality of teaching in the literacy and numeracy hours at both key stages is good and teachers are adapting the national guidelines well to suit the particular needs of their pupils. In science, the quality of teaching is good overall. Teachers provide a wide range of experiences for pupils, particularly at Key Stage 2. However, higher attaining pupils at both key stages are not always given the opportunity to plan their own investigations or ways of recording results and this restricts the progress they make in this aspect of the subject.

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Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

The quality of learning is good for the children under five and for pupils at both key stages. Pupils, including those with special educational needs, gain skills, knowledge and understanding at a good pace. They respond well to the interesting activities planned by their teachers and show good levels of concentration and independence.

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Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

Taking into account all the lessons seen during the inspection, thirteen per cent were satisfactory and thirty-five per cent were good. Fifty-two per cent were very good or better, including one lesson which was judged to be excellent. [School name] - 9

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Aspect Comment

The quality and range of the curriculum The curriculum has good breadth and balance, particularly at Key Stage 2, and fulfils the aims of the school well. The balance of the curriculum is strongly weighted towards literacy and numeracy as a result of national initiatives, with less emphasis than at the time of the previous inspection on the creative arts. However, activities provided for pupils in the creative arts are of good quality and extra-curricular activities are successful in enhancing several areas of the curriculum.

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Aspect Comment

Provision for pupils with special educational needs There is good provision for pupils with special educational needs. They are well supported in the classroom or when taught in small groups out of the classroom. They make good progress towards the targets in their individual education plans.

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Aspect Comment

Provision for pupils with English as an additional language Not applicable to this school.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Provision is very good. All adults in the school provide good role models for pupils to follow. Pupils are not over-protected and learn a sense of responsibility from an early age. Pupils are prepared well for life in a multicultural society.

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Aspect Comment

How well the school cares for its pupils Procedures for child protection and ensuring pupils’ welfare are good. Procedures for gathering information about pupils’ academic and social attainment and progress are good, but the information is not always used effectively to identify specific skills or groups of pupils where improvement is required.

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Aspect Comment

The curriculum covers all the requirements of the National Curriculum, health and sex education and information about drug misuse. The curriculum for the children under five successfully covers the requirements of the national guidelines. The quality and range of the learning opportunities are good at Key Stage 1, and very good at Key Stage 2, where extra-curricular activities successfully broaden and extend the curriculum.

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Aspect Comment

The school takes good care of its pupils and, as a result, pupils feel secure and confident. Teachers make good use of the information they gather about pupils’ attainment and progress on a day-to-day basis to match work closely to pupils’ needs.

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff The headteacher fulfils his role very effectively and provides a clear direction for the life and work of the school. Teachers carry out the responsibilities outlined in their job descriptions efficiently and effectively.

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Aspect Comment

How well the governors fulfil their responsibilities The governors are very effective in fulfilling their responsibilities. They take a keen interest in the life of the school.

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Aspect Comment

The school’s evaluation of its performance The headteacher monitors and evaluates the quality of teaching and learning and priorities in the school development plan well. Subject [School name] - 10 co-ordinators have a satisfactory understanding of standards in their subjects but, apart from the English and mathematics co-ordinators, rarely observe colleagues teaching or critically analyse planning. Governors are closely involved with staff in identifying priorities for inclusion in the school development plan.

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Aspect Comment

The strategic use of resources Resources are used efficiently and effectively to support teaching and learning throughout the school.

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Aspect Comment

The headteacher and the governors have a clear view about the future development of the school and this makes a significant contribution to the quality of school development and budgetary planning. There is a strong commitment from all staff and governors to school improvement. Although the impact of the work of co-ordinators on standards in their subjects is greater than at the time of the previous inspection, there is a lack of critical analysis of the quality of teaching and learning. This limits co-ordinators’ ability to accurately identify specific areas for improvement in their subjects. The recent good work of the English and mathematics co-ordinators is an exception and provides a suitable model for all staff to adopt.

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What pleases parents most What parents would like to see improved

• Their children like school and make good progress. • Their children behave well. • The quality of teaching is good. • The school is approachable when parents have questions or problems. • The school expects their children to work hard and achieve their best. • Their children are encouraged to be mature and responsible. • The school is well led and managed. • Some parents would like their children to have more homework and some would like them to have less. • A significant minority of parents would like more information about how their children are progressing. • The school does not work closely enough with parents, for example, with reading or following up responses to problems. • There are not enough activities provided outside lessons.

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What pleases parents most What parents would like to see improved

Inspectors support parents’ positive comments. The amount of work pupils are asked to complete at home is similar to that of most other primary schools and is judged to be adequate. Inspectors consider that the school provides a good range of information for parents about children’s progress. However, inspectors agree that more could be done to follow up parents’ questions and concerns, to inform parents of the work their children will be covering each term and strengthen the home/school reading arrangements. Inspectors understand that governors are fully aware of these factors and have helpful plans for improvement.

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Attainment in English is above average at the end of Key Stage 1and very high at the

1. The pupils achieve very high standards in English in their National Curriculum tests at the end of Key Stage 2.

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Attainment in English is above average at the end of Key Stage 1and very high at the

2. In the Reception class, pupils develop an enjoyment for stories and quickly learn to read. The teacher successfully sustains their interest in books by encouraging the use of the correct vocabulary, such as ‘blurb’ and ‘hardback’ and helping them understand that books also provide information. In Years 1 and 2, phonics are taught well and pupils successfully learn strategies for working out difficult words. At Key Stage 2, pupils’ well developed reading skills are used effectively to work from text books and work sheets, access information from non-fiction books in their studies and read a wide range of reading scheme and library books.

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Attainment in English is above average at the end of Key Stage 1and very high at the

3. Writing skills are taught well across the school. Pupils are successfully encouraged from the Reception class onwards to use descriptive words and phrases in their stories and poems. Good examples are highlighted for pupils when teachers are sharing texts in whole-class lessons. For example, Year 5 pupils read the poem ‘Someone’ by Walter de la Mare clearly and with expression. They discussed alliteration and the effect of adverbs and adjectives in the poem and successfully transferred their knowledge and understanding to their own poems as they painted a night picture of the moon in words. By the end of Key Stage 2, standards of attainment are very high. Pupils express their ideas imaginatively and effectively select appropriate forms of writing for different purposes . Inspection evidence indicates that the current Year 6

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pupils are likely to attain high standards in the forthcoming national tests, similar

4. Pupils are given many opportunities to speak and listen in all classes. The quality of discussions in whole-class sessions, particularly at the beginning and ends of literacy lessons, is often good. The headteacher’s training and experience in drama is used to good effect to promote skills of speaking to an audience. Pupils listen very well to each other during classroom discussions or in assemblies. Pupils express their views about their work, offer opinions or discuss their feelings confidently and with good use of vocabulary.

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pupils are likely to attain high standards in the forthcoming national tests, similar

5. Pupils’ enjoyment and interest in their work make significant contributions to the standards attained. They respond well to their teachers’ high expectations and concentrate on their tasks for considerable periods of time. For example, Year 3 pupils worked very well on their independent group tasks during a literacy lesson. They had taken part keenly in a whole-class session, sharing a text with their teacher. They maintained their motivation well as they worked hard to complete their written tasks.

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They used what they had learned about plurals to good effect, as they answered

6. The standards achieved in English in all classes contribute significantly to pupils’ learning across the curriculum, for example, in well written accounts of science investigations and extended writing in history. [School name] - 12 Overall, teaching is good, with over half the lessons observed being very good.

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They used what they had learned about plurals to good effect, as they answered

7. In all classes, the planning of daily lessons is very good. Teachers plan conscientiously and thoroughly. Activities are frequently stimulating and motivating for pupils. Teachers are particularly successful at matching work to the needs of individual pupils and this helps pupils of different prior attainment make good progress in most lessons. Lessons proceed at a good pace and are well structured to sustain pupils’ interest. Teachers take full advantage of pupils’ excellent attitudes to their work to set high academic and social expectations to which the vast majority of pupils readily respond.

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They used what they had learned about plurals to good effect, as they answered

8. One teacher used questions and her Year 6 pupils’ natural curiosity very effectively to stimulate good quality poetry writing. Using a paw-paw fruit, which many pupils had not seen before, she skilfully encouraged pupils to strive for high quality vocabulary to describe what they saw. Pupils responded with: ‘A big pear, shaped like a maraca, Yellow with speckles of varied greens, And tinges of orange velveteen, Traces of browny-red flickers.’ The teacher increased her pupils’ interest by letting them taste the fruit and this successfully led to further sentences and phrases of a high standard for pupils to include in their poems.

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They used what they had learned about plurals to good effect, as they answered

9. In the very good lessons for children up to the age of seven , teachers ensure that all pupils are fully aware of what it is they have to do and why. They do this by sharing the lesson objectives with the pupils and linking new learning with knowledge and understanding gained in previous lessons. For example, the Reception class teacher effectively involved her pupils in an initial discussion at the start of a science lesson about the parts of a plant. She encouraged pupils to use the vocabulary with which they were already familiar, such as ‘seed’ and ‘bulb’, before introducing the words that she intended the pupils to learn during the lesson. The pupils then worked on a variety of investigations, using magnifying glasses and plant specimens, which successfully consolidated their new learning. The Year 2 teacher used clear explanations very effectively during a physical education lesson to help pupils improve their skills of

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They used what they had learned about plurals to good effect, as they answered

travelling in different ways using the large hall apparatus. The pupils tried very hard to achieve the standards set because the teacher had clearly established what was required of pupils during the lesson.

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They used what they had learned about plurals to good effect, as they answered

10. Lessons are often well resourced and this helps pupils to move forward in their learning at a good pace. The Year 3 teacher provided her pupils in a science lesson with an extensive range of magnets and other objects, such as nails and paper clips, as they investigated the properties of magnets. Groups of pupils were able to focus on their tasks for a considerable period of time because resources were always readily available for them to use. This enhanced the quality of their learning and helped them make good gains in their knowledge and understanding as a result. The same teacher made excellent use of information technology equipment in a lesson where pupils learned how to insert a digital photograph into a wordprocessing program. Her imaginative strategy of enlarging e-mail texts, sent by pupils from a school in California, meant that all pupils were able to read the American pupils’ stories, in a similar way that large texts

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They used what they had learned about plurals to good effect, as they answered

11. Teachers use the time available well so that pupils cover a wide range of activities and learning during lessons. The Year 4 teacher managed and organised a physical education lesson very well so that pupils’ were actively engaged in tasks or purposeful learning for the duration of the lesson. She worked with individuals and groups of pupils very effectively and her strategy of encouraging pupils to talk regularly about how [School name] - 13 performances could be improved helped them to tackle their activities with renewed motivation and enthusiasm.

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They used what they had learned about plurals to good effect, as they answered

Pupils enjoy school and their attitudes to work are excellent.

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They used what they had learned about plurals to good effect, as they answered

12. Pupils’ attitudes to learning and their strong motivation are significant factors in the school’s success. Teachers help to sustain pupils’ interest and motivation by planning activities that are enjoyable and stimulating, in lessons and in other activities, such as residential trips and visits to places of interest in the locality. Pupils respond very well to what teachers provide for them each day. This is seen in the enthusiasm pupils show in answering questions during whole-class discussions, moving quickly to their individual or group activities and sustaining their concentration for extended periods of time. In the Reception class, pupils worked with continued interest as they studied plant roots and stems and drew what they observed. Year 1 pupils showed great determination as they moulded clay into thumb pots and Year 2 pupils measured the weight of a range of groceries with care. Key Stage 2 pupils behave very well in

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They used what they had learned about plurals to good effect, as they answered

lessons, listening respectfully to their teachers and sharing equipment without fuss.

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They used what they had learned about plurals to good effect, as they answered

13. Pupils are courteous and polite. They treat the school environment very carefully. Pupils talk with pride about the new school buildings and the changes that have been made. Lunchtimes are sociable and orderly occasions. Pupils play happily and energetically together in the playground and respond well to the lunchtime supervisors. Pupils move to and from assemblies, lunch and physical education lessons in the hall in avery orderly and quiet manner. Parents are very appreciative of their children's high standards of behaviour in and out of school.

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Provision for pupils’ spiritual, moral, social and cultural development is very good and

pupils have a strong sense of social and moral responsibility.

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Provision for pupils’ spiritual, moral, social and cultural development is very good and

14. The school makes very good provision for these aspects of pupils’ development. Parents appreciate and support these areas of the school’s work.

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Provision for pupils’ spiritual, moral, social and cultural development is very good and

15. Pupils’ spiritual development is effectively promoted through well planned assemblies. Worship is based on the Christian tradition and is enhanced by including aspects of other faiths. Pupils receive appropriate amounts of time for prayer and reflection. Music is well used to create a calm, reverent atmosphere and pupils enjoy singing religious hymns. For example, pupils listened quietly with rapt attention at the start of a whole-school assembly as a pupil played her flute. Later, they joined in enthusiastically in singing ‘He’s got the whole world in His hands’ and enjoyed performing the actions. Good opportunities exist in class lessons to develop in pupils a sense of awe and wonder as they experience aspects of the natural and man-made world. For example, Year 6 pupils gasped with delight as their teacher cut open the paw -paw fruit in a literacy lesson. Year 3 pupils were excited by the e-mail contact with an American

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Provision for pupils’ spiritual, moral, social and cultural development is very good and

school in an information technology lesson.

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Provision for pupils’ spiritual, moral, social and cultural development is very good and

16. Provision for pupils’ moral development is very good. Pupils clearly understand the difference between right and wrong and are set an excellent example by all the school staff. Children under five learn how to behave responsibly and how to conduct themselves while at school and this good start is maintained in all classes. Pupils value each other’s comments in lessons and display good listening skills as a result. Stories with a moral theme are used effectively in assemblies and pupils are asked to express their views and opinions about how they would react to the situations described. [School name] - 14 17. The school is a warm, welcoming and very caring organisation and this makes a significant contribution to the provision for pupils’ social development. The very good relationships between staff and pupils and among all adults in the school are a major strength. Pupils work well together in all classes and this helps lessons to progress at

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Provision for pupils’ spiritual, moral, social and cultural development is very good and

a good pace, with few interruptions for teachers to sort out disputes or squabbles. For example, Year 1 pupils were all very keen to make clay pots during the science lesson. Although only six pupils worked with the clay at any one time, there were no complaints from those pupils who waited the longest for their turn.

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Provision for pupils’ spiritual, moral, social and cultural development is very good and

18. Teachers make effective use of several areas of the curriculum to promote pupils’ cultural development. English, religious education, information technology, music and geography are used successfully to enhance knowledge and understanding of people of other races and cultures within and outside the United Kingdom. For example, the

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extended to China and London and is benefiting their increasing understanding of

the similarities and differences in the life-styles of children from those schools compared with their own.

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with a strong commitment to raising standards and promoting pupils’ personal

19. The school’s ethos successfully fosters strong relationships and encourages pupils to take advantage of the opportunities provided. The commitment to high achievement is seen in the consistent approach by all staff in implementing the school’s aims and values and in the way that the headteacher and staff gather information on pupils’ attainment and progress. The headteacher’s management strategies are successful in promoting good team work amongst the staff and close involvement by staff and governors in the making of decisions about the future direction of the school.

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with a strong commitment to raising standards and promoting pupils’ personal

20. The commitment to high achievement is promoted well by the range of opportunities provided within the curriculum for pupils to excel. This is partly achieved by the provision of a varied selection of after school clubs, residential visits and trips to places of interest. Pupils have opportunities to take part in sporting activities, such as athletics, football and netball, competing against teams from other schools. French is taught as an additional subject in the curriculum. The importance attached by the school to this provision is seen in the initiative by staff and governors, detailed in the school development plan, to extend further the range of after school clubs and activities.

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with a strong commitment to raising standards and promoting pupils’ personal

21. The headteacher and staff have a personal interest in each pupil from the Reception class onwards. They know their pupils very well and this helps them to match work well to pupils’ needs and to foster their personal development. Teachers regularly discuss pupils’ progress in staff meetings and this helps all teachers to know a great deal about pupils who are not in their own classes.

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with a strong commitment to raising standards and promoting pupils’ personal

22. The governors are committed, caring and very supportive. They are well informed about the daily life of the school, by reports from the headteacher and staff and through their own visits and enquiries. They are very interested in standards and are familiar with the school’s own data on pupils’ achievements, as well as data obtained from national test results. In this way, they make a significant contribution to the caring ethos of the school and the provision for pupils’ personal development. For example, the governors have worked very hard, in conjunction with the headteacher, to ensure that [School name] - 15 the new school buildings contribute to improvements in pupils’ academic achievements in physical education, reading and library skills and their personal and social development, through an increase in the opportunities for whole-school assemblies and school concerts.

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pupils, where improvement is required. Targets in the school development plan are

consequently general rather than specific.

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pupils, where improvement is required. Targets in the school development plan are

23. In response to the previous inspection, the headteacher has successfully improved the procedures for gathering information about pupils’ attainment and progress and these are now good. For example, teachers make good use of assessment books to record a wide range of information about individual pupils’ attainment and progress. Procedures for monitoring and evaluating the work of the school and initiatives in the school development plan by the headteacher and staff have also been improved. As a result of all these arrangements, governors and staff are well informed about the school’s achievements.

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pupils, where improvement is required. Targets in the school development plan are

24. The use that staff and governors make of the information gathered is satisfactory. Priorities identified in the school development plan are appropriate. The information supports the setting of targets for improvement in standards in curriculum subjects, and improvement in the results of national tests at the end of both key stages. However, the

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targets in the school development plan means that subject co-ordinators and

governors cannot always evaluate in sufficient depth the success or otherwise of initiatives.

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targets in the school development plan means that subject co-ordinators and

25. The school development plan contains details of action required to improve standards in information technology. It is clear from the plan that there will be training for staff but no indication of which specific pupils’ skills it is intended will benefit from teachers’ increased expertise. Reading is also identified in the school development plan as requiring improvement. A wide range of initiatives are detailed in the plan, including the administering of reading tests to identify needs, but there is no analysis of precisely which skills are weakest. As a result, teachers’ planning for each term is not adjusted sufficiently to focus expertise and resources in the most effective way on specific areas of development. Teachers are successful in identifying skills requiring attention, and the action needed to be taken, in the individual education plans for pupils with special educational needs and this helps them to plan appropriate activities in their daily lesson

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targets in the school development plan means that subject co-ordinators and

plans. As a result, the pupils make good progress.

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There are insufficient opportunities for pupils to use their skills to solve problems in

mathematics or to plan investigations and experiments in science.

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There are insufficient opportunities for pupils to use their skills to solve problems in

26. In mathematics and science at both key stages, scrutiny of pupils’ previous work shows that teachers plan a wide range of activities covering all aspects of the National Curriculum requirements in both subjects. As a result, in mathematics, pupils have a broad knowledge and understanding of multiplication tables, number facts, properties of shapes and algebra in increasing complexity thoughout the school. In science, pupils [School name] - 16 have a satisfactory understanding of a variety of concepts and develop a good knowledge base at both key stages.

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There are insufficient opportunities for pupils to use their skills to solve problems in

27. A good start has been made to the implementation of the National Numeracy Strategy. Teachers began using elements of the guidelines up to a year ahead of the nationally recommended start date of September 1999. This reflects the school’s commitment to achieving high standards. Teachers now regularly encourage pupils to explain methods used to achieve answers and pupils are realising that there is often more than one way of solving a problem and that different strategies can be used.

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There are insufficient opportunities for pupils to use their skills to solve problems in

28. However, pupils do not receive enough opportunities to apply their skills to challenging problem solving situations. There are exercises in the commercial mathematics schemes in use at both key stages which are successful in encouraging pupils to consider ways of finding solutions to written and practical problems. However, these are limited in their scope and are often completed individually. There are few activities planned for pupils to work as groups to approach problems where decisions have to be made about methods to be used and how results might be recorded. Year 2 pupils were observed enjoying practical tasks related to weighing groceries in kilograms and grammes. The tasks were well planned in that they involved co-operation between group members and had an element of fun linked with a serious purpose. Opportunities were missed for some pupils, in this case the higher attainers, to consider

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There are insufficient opportunities for pupils to use their skills to solve problems in

their own ways of recording results or make more effective use of estimation. Scrutiny of pupils’ past work shows that the overuse of work books and work sheets sometimes restricts pupils from extending their learning by making discoveries for themselves.

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There are insufficient opportunities for pupils to use their skills to solve problems in

29. In science, a review of the scheme of work in 1999 was successful in bringing more progression into the development of pupils’ skills by reducing the close link science had previously with class projects. This means that there are now more lessons based on specific science skills rather than completing science activities because they had a connection with a class project. A new commercial scheme was introduced at the same time, which is helpful to teachers in relating activities to levels of attainment in the National Curriculum so work can be matched well to pupils’ prior attainment. However, pupils’ skills of investigating and experimenting are no more than satisfactory because there are insufficient opportunities for them to apply the broad base of knowledge and understanding that they have. There has been a reluctance amongst staff up until now to plan investigations and experiments that require substantial resources and space for

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There are insufficient opportunities for pupils to use their skills to solve problems in

pupils to spread out their work because of the cramped conditions in some classrooms. The newly refurbished classrooms in the main building have created more room for such activities. Year 3 pupils made good use of the new opportunities by planning and carrying out investigations with magnets. They devised the experiments, planned what resources they required and created their own recording systems. This was very successful in helping them apply their skills to practical situations. The teacher had paced the activities very well over a period of weeks, with each lesson building effectively on the previous one. Pupils were given considerable responsibility to make decisions for themselves and the vast majority of pupils responded positively to the challenge and made good gains in their knowledge and understanding as a result.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

[School name] - 17 To improve standards further, the headteacher, staff and governors should now:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

1. Make more effective use of the information gathered about pupils’ attainment and progress by:

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i) identifying the specific skills which pupils do not understand;

ii) establishing success criteria in the school development plan which clearly set out what is to achieved; iii) specifying more precisely the action to be taken to reach intended targets; iv) ensuring that governors and subject co-ordinators base their monitoring and evaluation work on the intended outcomes of the action.

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i) identifying the specific skills which pupils do not understand;

2. Provide more opportunities for pupils to apply their skills, knowledge and understanding to problem solving situations in mathematics and investigative and experimental work in science at both key stages by:

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i) identifying the specific skills which pupils do not understand;

i) planning more activities where pupils make decisions and choices for themselves; ii) making sure that higher attaining pupils in particular are suitably challenged by their tasks. [School name] - 18

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 17

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

4% 48% 35% 13% - - - The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 0 191

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 0 10 FTE means full-time equivalent.

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Information about the school’s pupils

Special educational needs Nursery YR – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs 0 3

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 0 31

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 0

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 7

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 5

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Attendance

National comparative data 5.1 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. [School name] - 19

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Attainment at the end of Key Stage 1

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 1999

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Attainment at the end of Key Stage 1

National Curriculum Test/Task Results Reading Writing Mathematics

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Attainment at the end of Key Stage 1

Boys 11 11 13 Numbers of pupils at NC level 2 and above Girls 13 13 13

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Attainment at the end of Key Stage 1

Percentage of pupils School 89 (93) 89 (100) 96 (96) at NC level 2 or above National 82 (81) 83 (82) 85 (86)

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Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1

Boys 11 11 11 Numbers of pupils at NC level 2 and above Girls 13 13 12

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Attainment at the end of Key Stage 1

Percentage of pupils School 89 (93) 89 (93) 85 (89) at NC level 2 or above National 82 (79) 85 (86) 87 (86)

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Attainment at the end of Key Stage 1

Percentages in brackets refer to the year before the latest reporting year.

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Attainment at the end of Key Stage 2

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 1999

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Attainment at the end of Key Stage 2

National Curriculum Test/Task Results English Mathematics Science

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Attainment at the end of Key Stage 2

Boys 12 12 12 Numbers of pupils at NC level 4 and above Girls 12 10 13

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Attainment at the end of Key Stage 2

Percentage of pupils School 90 (69) 83 (62) 93 (85) at NC level 4 or above National 70 (65) 69 (59) 78 (69)

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Attainment at the end of Key Stage 2

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 2

Boys 11 12 12 Numbers of pupils at NC level 4 and above Girls 12 12 12

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Attainment at the end of Key Stage 2

Percentage of pupils School 90 (68) 93 (57) 93 (75) at NC level 4 or above National 67 (65) 69 (65) 75 (71) Percentages in brackets refer to the year before the latest reporting year. [School name] - 20

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 0 Other minority ethnic groups This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded.

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 8 Financial year 1998/99

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Teachers and classes Financial information

Number of pupils per qualified teacher 191

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Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 270102

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Teachers and classes Financial information

Total number of education support staff 1 Expenditure per pupil 1461

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Teachers and classes Financial information

Total aggregate hours worked per week 17 Balance brought forward from previous year 11200

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Teachers and classes Financial information

Balance carried forward to next year 18704

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Teachers and classes Financial information

Qualified teachers and support staff: nursery

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 0

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Teachers and classes Financial information

Number of pupils per qualified teacher 0

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Teachers and classes Financial information

Total number of education support staff 0

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Teachers and classes Financial information

Number of pupils per FTE adult 0 FTE means full-time equivalent. [School name] - 21

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Percentage of responses in each category

Strongly agree Tend to agree Tend to disagree Strongly disagree Don’t know

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Percentage of responses in each category

My child is making good progress in school. 48 45 4 0 3

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Percentage of responses in each category

Behaviour in the school is good. 51 41.5 3 1.5 3

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Percentage of responses in each category

My child gets the right amount of work to do at home. 45 40 13.5 1.5 0

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 23.5 52 23 1.5 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 60 35 2.5 2.5 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 56 44 0 0 0

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Percentage of responses in each category

The school works closely with parents. 27 52 15 4.5 1.5

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Percentage of responses in each category

The school is well led and managed. 40 51 1.5 2.5 5

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Percentage of responses in each category

The school is helping my child become mature and responsible. 44 48.5 5 0 2.5

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 30 37 19 7 7

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Summary of parents’ and carers’ responses

The table shows that the vast majority of parents are happy with most of the aspects of school life covered by the questionnaire. A significant minority of parents express concerns about the amount of homework, information about how their children are getting on, how well the school works with parents and provision of activities outside lessons.

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Other issues raised by parents

A small minority of parents felt that the school swimming pool was not used enough in relation to its cost of up-keep.

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